Describe a vision for adult life
When to use this goal
For high school students starting person-centered or transition planning who have not pictured life after school beyond a job title. Present levels in communication decide whether the vision is written, drawn, spoken or built from images.
- Baseline
- Score the first vision with only the sheet. Record any area left blank; it often shows where the student needs experiences (a visit, a tour) before they can describe a preference.
- Tips
- The vision is the student's; families add their own hopes separately. Use the vision when writing measurable postsecondary goals, which must be based on age-appropriate transition assessment (34 CFR 300.320(b)).
- Limits
- A vision is expected to change. The rubric scores how complete and personal it is, not how realistic.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-sd-041.
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Goal
By the annual IEP review date, during person-centered planning or transition class, given a vision planning sheet with prompts for living, work, learning and community, the student will describe the life the student wants after high school in each area and one step for this year independently, earning a score of at least 7 out of 8 on a 4-row adult life vision rubric (0 to 2 per row), on 2 consecutive vision plans, as measured by a defined scoring rubric collected each semester.
Baseline: 2 out of 8 rubric points.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Self-Determination.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Transition & Postsecondary Skills - Self-Determination
- Baseline
- 2 out of 8 rubric points.
- Annual goal483 characters
- By the annual IEP review date, during person-centered planning or transition class, given a vision planning sheet with prompts for living, work, learning and community, the student will describe the life the student wants after high school in each area and one step for this year independently, earning a score of at least 7 out of 8 on a 4-row adult life vision rubric (0 to 2 per row), on 2 consecutive vision plans, as measured by a defined scoring rubric collected each semester.
- Timeframe
- By the annual IEP review date
- Condition
- During person-centered planning or transition class, given a vision planning sheet with prompts for living, work, learning and community
- Behavior
- The student will describe the life the student wants after high school in each area and one step for this year independently
- Criteria
- Earning a score of at least 7 out of 8 on a 4-row adult life vision rubric (0 to 2 per row), on 2 consecutive vision plans
- Evaluation method
- A defined scoring rubric
- Schedule
- Each semester
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 7 out of 8 on a 4-row adult life vision rubric (0 to 2 per row)
- Mastery rule:
- on 2 consecutive vision plans
- Collection schedule:
- each semester
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, during person-centered planning or transition class, given a vision planning sheet with prompts for living, work, learning and community, the student will describe the life the student wants after high school in each area and one step for this year independently, earning a score of at least 7 out of 8 on a 4-row adult life vision rubric (0 to 2 per row), on 2 consecutive vision plans, as measured by a defined scoring rubric collected each semester.
| Date | Task / sample | Describes where and with whom the student wants to live | Describes the work or learning the student wants | Describes how the student wants to spend free time and with whom | Names one step for this year toward the vision | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row adult life vision rubric (0 to 2 per row). Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.